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Pre-listening
There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualization, and preparation.
Motivation. It is enormously important that before listening students are motivated to listen, so you should try to select a text that they will find interesting and then design tasks that will arouse your students’ interest and curiosity.
Contextualization. Listening to a tape recording in a classroom is a very unnatural process. The text has been taken from its original environment and we need to design tasks that will help students to contextualize the listening and access their existing knowledge and expectations to help them understand the text.
Preparation. Prepare specific vocabulary or expressions that students will need.
While listening
For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well.
• lst -to get a general understanding of the text
• 2nd -ticking or some sort of graphical response.
• 3d - checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.
• ‘Breathing’ or ‘thinking’ space between listening -get students to compare their answers between listening as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again
Post-listening
• Reactions to the content of the text - discussion as a response to what we’ve heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard
• Analysis of the linguistic features used to express the content - This is important in terms of developing their knowledge of language, but less so in terms of developing students’ listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work.
Assessing Listening Proficiency - use post-listening activities to check comprehension, evaluate listening skills and use of listening strategies, and extend the knowledge gained to other contexts.
In order to provide authentic assessment of students’ listening proficiency, a post-listening activity must reflect the real-life uses to which students might put information they have gained through listening. It must have a purpose other than assessment. It must require students to demonstrate their level of listening comprehension by completing some task.
Questions:
1. What are difficulties in teaching listening?
2. Tell about mechanism of listening process.
3. Does practice listening in the language lab help you to develop English skill?
4. How does it promote your learning?
5. Do watching movies or using video clippings help to develop listening comprehension? Prove your statements.
6. How does interaction with teacher or interference of teacher while listening help you?
7. What kinds of exercises are used for forming listening skills?